Tag Archives: experience

Understanding polycontextuality through Happy Valley

Posted on February 26, 2023 by Andrew Middleton

The penultimate episode of Happy Valley on BBC TV included a very tense scene that helps to explain polycontextuality and why it is useful for educators. It seems like the whole country was gripped by Happy Valley – a psychologically … Continue reading →

Posted in Digital Placemaking, Learning Space and Place, Polycontextuality | Tagged agency, assemblage theory, being, Belonging, boundary crossing, connecting, connectivism, conversation, digital-social age, ecology, experience, experiential learning, hybrid learning space, inclusivity, interactivity, learning ecology, learning environments, Learning Space and Place, liminality, network, networked authorship, networked learning, non-formal learning, place, placemaking, Polycontextuality, Presence, situated learning, social, social media, Social Media for Learning, space, third place, Third Space | Leave a comment

Transparency, turbulence, ambiguity and uncertainty in #activelearning

Posted on August 30, 2021 by Andrew Middleton

“One student’s safe uncertainty is another student’s chaotic nightmare.” (Orr & Shreeve, 2018) Based on research I conducted with others into student satisfaction of learning (Heaton et al., 2015), being clear with students about what is expected of them has … Continue reading →

Posted in Learner Engagement | Tagged Active Learning, agency, art, becoming, being, Belonging, challenge, clarity, co-creation, co-operation, co-operative learning, communities of practice, connecting, Creativity, doing, embodiment, experience, experiential learning, formal learning, identity, Learner Engagement, learning, learning ecology, learning environments, motivation, non-formal learning, ontology, place, placemaking, Presence, scaffolding, self-efficacy, skills, space, Studio, studio for all, teaching, technique, technology, tutoring | Leave a comment

Between states: metaxis, connectedness and fluency

Posted on August 19, 2021 by Andrew Middleton

Learning, for me, often describes a state of being between. This betweenness may refer to ideas, knowledge and understanding, modalities, or spaces. In this post I examine the nuances of terminology used to describe these states; terminology that goes beyond … Continue reading →

Posted in Active Learning, Belonging, Learning Space and Place, Polycontextuality | Tagged Active Learning, agency, becoming, being, Belonging, boundary crossing, connecting, connectivism, embodiment, engagement, experience, experiential learning, flow, fluency, flux, formal learning, hybrid learning space, hybridity, informal learning, interactivity, interstices, learning ecology, learning environments, Learning Space and Place, liminality, metaxis, networked learning, ontology, permeability, place, placemaking, Presence, relationships, self-efficacy, situated learning, social, space, tethering, third place, Third Space | Leave a comment

Playing with time and crossing boundaries: multichronicity #activelearning

Posted on May 16, 2021 by Andrew Middleton

An analysis of the tweetchats revealed that neither synchronicity nor asynchronicity are able to capture the essence of what goes on in such a conversational space. Neither get close to capturing the value of the learning experience. Multichronicity provides a way of looking at the design of experiential learning in settings that accommodate learning ecologies: the academic designer must consider the quality of time spent in and navigating through a learning experience. Continue reading →

Posted in Active Learning, Digital Placemaking, Learner Engagement, Learning Space and Place, Media-enhanced learning, Polycontextuality, Scholarship and Research, Social Media for Learning, Walking | Tagged #ARUalc, Active Learning Conference, activity, activity patterns, asynchronous, binary, bounaries, co-writing, collaboration, consequence, conversational learning, curation, doing, ecology, eddie, engagement, experience, experiential learning, flow, hashtag, haunting, hybrid learning, inclusivity, latency, learning ecologies, learning engagement, learning space, memory, memory mapping, micro-conversation, multichronicity, multilogue, navigation, podcasting, reflection in action, reflection on action, Social Media for Learning, synchronous, temporal space, time-based learning, timeline, traces, tweetchat, UAL, unified active learning | Leave a comment

Embodiment – physicality and presence in #activelearning

Posted on October 14, 2019 by Andrew Middleton

Imagine active learning. What comes to mind for me is people, together, finding value and common purpose in each other. ‘People’ is a significant word in this description. It’s not an abstract notion of ‘learner’, it is a real, humanistic … Continue reading →

Posted in Active Learning, Belonging, Co-operative pedagogy, Learner Engagement, Learning Space and Place, Literacies and Intelligence, PhD, Polycontextuality, Studio and Studio-based Learning | Tagged Active Learning, agency, assemblage theory, audio feedback, Belonging, blended learning, care, co-operation, communities of practice, conversation, critical pedagogy, ecology, experience, experiential learning, hapitics, identity, inclusivity, Learner Engagement, learning ecology, learning environments, Learning Space and Place, networked learning, ontology, people, physicality, place, placemaking, Polycontextuality, Presence, Psychology, reflection, relationships, self-efficacy, situated learning, smart devices, Smart Learning & BYOD, social theory, space, storytelling, Studio, studio for all, technology, Third Space, twalk, voice | 1 Comment

Academic Peak Moments #activelearning

Posted on July 10, 2019 by Andrew Middleton

Dan Heath, one of the keynotes at InstructorCon, did a great job of introducing the idea of peak moments as being a useful device for designing and evaluating a student’s academic experience. Experience can be quite a vague or abstract … Continue reading →

Posted in Active Learning, Belonging, Learner Engagement | Tagged Active Learning, challenge, experience, interactivity | Leave a comment

Creating happiness and flow

Posted on July 22, 2018 by Andrew Middleton

Listening to 6 Music this morning, Marie-Ann Hobbs noted how both Viv Albertine and Johnny Marr could not equate happiness with creativity. Instead, creativity seems to be something quite separate. – a drive to be productive. I do a lot … Continue reading →

Posted in Creativity, Learner Engagement, Learning Space and Place | Tagged co-operation, Creativity, experience, flow, happiness, making, motivation, self-esteem, social | 1 Comment

Digital ephemera and placemaking for learning

Posted on May 17, 2017 by Andrew Middleton

‘I retweet your post’ – what does my action mean to you, me or others now or in the future? In this post, I continue to explore the idea of digital placemaking, what it means and why it is helpful … Continue reading →

Posted in Digital Placemaking, Learning Space and Place, Social Media for Learning | Tagged agency, ephemera, experience, mattering, place, placemaking, Presence, third place | Leave a comment

	Curating as flexible… on Curation as a pedagogy #a…
	Education as a limin… on Learning walks with awe are go…
	Transparency, turbul… on C is for course of course
	Deviation and self-d… on Structure and memory-mapping i…
	Beatriz Acevedo - Cr… on Learning with consequence…

	Curating as flexible… on Curation as a pedagogy #a…
	Education as a limin… on Learning walks with awe are go…
	Transparency, turbul… on C is for course of course
	Deviation and self-d… on Structure and memory-mapping i…
	Beatriz Acevedo - Cr… on Learning with consequence…

Tag Archives: experience

Transparency, turbulence, ambiguity and uncertainty in #activelearning

Academic Peak Moments #activelearning

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